Holographic and transmethodic education: perspectives from complexity and transdisciplinarity

Abstract

PROBLEM: educational reform requires solving the problem of how to collectively and creatively improve the quality of learning through the integration of emerging, innovative inter and transdisciplinary approaches in order to generate new reflections, pedagogical strategies and more efficient education, integrative and equitable. OBJECTIVE: to explore the perspectives of hologrammatic and transmethodical education from the complexity-transdisciplinarity approach. METHOD: It is a complex and trans-methodical research that seeks to produce knowledge or bets that integrate and jointly weave different experiences, perspectives, methods, educational methodologies through the dialogue of knowledge and inter- and transdisciplinary integration. RESULTS: transmethodical education is a pedagogical, transdisciplinary, (de)constructive and rhizomatic proposal capable of generating active reconnection in educational and research processes and systems. Hence, overcoming banking, obedient, colonial and rote education requires new forms of production, reflexivity and transmission of knowledge to overcome any narrow vision of what is educational, which entails the challenge of reticularly integrating the multiple elements that give it form and meaning. CONCLUSION: Transmethodical education integrates the hologrammatic principle and the rhizome in the complexity-transdisciplinarity loop to promote (de)constructions in the educational field and stage the various types of relationship and exchange between knowledge, hence transmethods reconfigure education , reflections-interpretations and investigative processes, revealing other ways of recognizing the objects of study, research problems and teaching-learning processes.